Titlebook: Uncertainty and Graphing in Discovery Work; Implications for and Wolff-Michael Roth Book 2014 Springer Science+Business Media Dordrecht 201

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Graphing*-in-the-Makingture of which is yet to be determined. Cause and effect relations (we did this . . . .) can therefore be established only after the fact. In this chapter, I re/theorize scientific work through the lens of the event*-in-the-making, which forces us to think about people, materials, representations, in

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Graphing In, For, and As Societal Relationind (e.g., as procedural skill). However, from a cultural-historical perspective, the specificity of human practices is their . nature. The origin of individual practices and skills, therefore, is not the individual but culture. Where in culture would the individual find the skill or acquire them? V

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Data and Graphing in STEM Educatione able to describe and explain the graphs they were producing. Graphs come to stand to the entire research process in a metonymical way. “Interpreting graphs” then is equivalent to saying that the black box of the graph production needs to be opened up again. I provide two examples of studies where

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Book 2014tudy in an advanced experimental biology laboratory. The book shows how, in discovery work where scientists do not initially know what to make of graphs, there is a great deal of uncertainty and scientists struggle in trying to make sense of what to make of graphs. Contrary to the belief that scient

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Uncertainties in/of Data Generationinst which the scientific phenomenon emerges and therefore remain invisible to it. I conclude by encouraging science educators to squarely address this aspect of the discovery sciences in their teaching, which has both methodological and ethical implications.

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Coping with Graphical Variabilityl graphs, their readings are not straightforward and a lot of normally invisible (interactional) work is required to constitute understanding. Implications are drawn for mathematics and science education.

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